PROS Anita Kurniawati English teaching in PKBM Full text
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T sAI YA W AlANA CHR\Sl •AN UNIV£11SITY
English Teaching in PKBM Satya
Parahita: Insights for Teacher Education
Program
Anita Kurniawatl
Satya Wacana Christian University
anne.kurniawati@gmail.com
ABSTRACT
Teaching and learning is certainly a complex process. This complexity is even more prevalent
when dealing with an L2 teaching in FL contexts. Teachers have to deal not only with the target
language as a subject but also with the community in general and learners in particular. Such
techniques that work well in an l2 context might produce different results in an Fl context. Spolsky
(1989), however, argued that as long as the technique used is suitable for relevant conditions, e.g.
the situations, the goals, and the learners, the benefits of learning are still undeniable. The basic
theories about l2 learning process, moreover, do not differentiate L2 contexts from FL contexts. Paul
(2003), however, points out that the classroom application derived from those theories may be
different. Teachers therefore should be able to apply the learning context and adapt rather than
impose certain approaches. This paper is based on the classroom observations conducted in PKBM
Satya Parahita, Salatiga. It aims at showing how the teachers adapted certain concepts into their
local context in order to teach English to the children two to four years of age. Such f indings can
surely enrich our teaching perspectives.
Key words: L2 learning, FL learning, Young learners
INTRODUCTION
English language learning does not take place only in a second language (L2) context where
the society communicates using English. With English being a ling ua franca, English learning happens
in a foreign language (FL) context as well. While it is possible for l2 learners to pick up the language
naturally in an L2 context as if they were acquiring t heir ll, it may be doubtful that this natural
process can be obtained in an Fl context, since the language learning process is mostly achieved
through formal instructions. Spolsky (1989), however, argued that there was actually no significance
difference between those who received formal instructions and those who did not; and that formal
instructions certainly are beneficial to language learners. Quoting a study done by Collentine and
Freed (2004), Mackey in Fasold and Conner-Linton (2006) also voiced the same claims; that one
context is not superior to another for all language skills.
The basic theories about l2 learning process do not differentiate l2 contexts from FL
contexts. However, Paul (2003) states that the classroom application derived from those theories
may be different. As what Philp and Tognini (2009) point out, teachers teaching English in an Fl
context have to deal not only with the target language as a subject but also with the community in
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general and the learners in particular. Techniques that appear to be sophisticated and promising in a
certain context might be perceived differently in another context. Spolsky (1989), however, argued
that as long as the techniques chosen are suitable for relevant conditions, e.g. the situations, the
goals, and the learners, the benefits ofteaching are still undeniable.
Considering such an issue, this paper aims at showing how the English teachers of PKBM
Satya Parahita adapted the language learning concepts into their local context in order to teach
English to the children two to four years of age. Nevertheless, to what extent the techniques used
was effective is not the main concern of this study. It is expected that the findings can enrich our
perspectives and provide insights into the practice of teaching English to young learners in Salatiga.
L2 LEARNING IN FL CONTEXT
The term second language (L2) learning refers to the processes through which someone
acquires one or more second or foreign language in both naturalistic contexts and in the classroom
setting (Steinberg, Nagata, and Aline, 2001; Mitchell and Myless, 2004; Mackey, 2006). Hence, the
underlying process of learning L2 in L2 and FL contexts are considered similar. Nevertheless, one has
to admit that the different contexts indeed bring significance differences in term of expectations,
learners' goals, curriculum and assessment (Philp and Tognini, 2009). These surely influence the
classroom practice, e.g. the frequency and duration of instruction and the role of conversational
interaction in the classroom (ibid).
It has been well accepted that learning an L2 has a similar process as children's learning their
Ll. Exposure and interaction, therefore, should become the main ingredients of L2 learning. In a
language classroom, as Brown (2007) noted, teachers play their role as caretakers. As what parents
do to their children when exposing the L1, teachers are expected to do the same to their students.
They need to expose the students with a massive amount of target language input. Moreover, the
input should foster meaningful communicative use of the language in an appropriate context (Brown,
2007). However, in regard to L2 learning in FL contexts, such idealistic condition is sometimes hard to
provide. Many factors (e.g. the teachers, the learners, the local context, etc.) will affect the policies in
regards to the teaching and learning process. What works well in one context might be perceived
differently in another context.
CHILDREN AS L2 LEARNERS
L2 learners can be anyone, ranging from very young learners to adults. The teaching
techniques used to support the L2 learning process therefore has to be in accordance to the learners'
age. Concerning young learners, the L2 input should be provided in a meaningful context because
they need to ｳ･ｾ＠
a clear connection between the speech sound produced and the objects, events, or
situations (Steinberg, et al., 2001). As a result, teachers should only talk about concrete objects and
events that are happening in front of their eyes. They should not talk about abstract or remote
objects and events (Johnson, 2001).
Since young learners learn best through induction or self
discovery, Tomlinson (2005) suggest that they should be given a lot of varied experience of the
language through stories, songs, games and play activities.
To acquire an L2 successfully, memory plays a crucial role. Steinberg et al. (2001) explain two
basic types of memory operating in language learning: associative learning, where a connection is
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formed between an object and the sound-form of that object, and episodic memory, where whole
events or situations are remembered along with phrases and sentences that others have spoken.
Children at the age of 5 or 6 still display a phenomenal ability at rote memorization, whereas older
children do not. The rote memorization begins to decline at around 8 years of age, and will decline
rnore at about 12 years of age. To learn an L2, young children rely heavily on their use of rote
memory, whereas older children begin to apply their cognitive abilities in analyzing the syntactic
rules.
WHICH LANGUAGE TO USE?
Language choices, especially in an FL classroom context, raise a controversy. Some scholars
and educational policy makers believe that teachers have to avoid using the Ll. As the classroom
provides the main source of L2 input, with primary input from the teacher or teaching resources,
limited use of an L2 by teachers restricts both the quality and quantity of input available to learners
(Kim and Elder, 2005; Tognini, 2008 in Philp and Tognini, 2009). In FL contexts, L2 learners do not
have a chance to hear the language outside the classroom. Maximizing the use of L2 in the
classroom, therefore, will provide greater opportunity for the learners to hear as much of the target
language as possible. The more L2 the learners hear, the more they will learn.
Others, however, argue that the use of L1 to some extent can still benefit the L2 learning
process. Cameron (2009), for instance, pointed out that to assume a simple linear relationship
between exposure to language and learning irons much of the complexity of teaching and learning,
and ignores the possibility that certain uses of a common mother tongue might also contribute to L2
learning. Strategies such as translating L2 words into Ll and making contrasts between Ll and L2
forms may facilitate acquisition (Rolin-lanzity and Brownlie, 2002 in Philp and Tognini, ibid), and
evidence shows that code-switching can enhance input by making linguistic items more salient
(Turnbull and Arnett, 2002, in ibid). Cameron (ibid) articulated further that if the teacher and class
share a common mother tongue, it is very uncommon to avoid using the Ll. When dealing with
children, especially in an FL context, the total use of the L2 is even more unnatural.
METHODOLOGY
Context of the study
PKBM Satya Parahita is located in Tegalrejo, Salatiga. It is under the supervision of Research
Center and Gender Study, Satya Wacana Christian University (SWCU). According to the educational
structures in Indonesia, this school is a non-formal education, categorized as PAUD (Pendidikan Anak
Usia Dini), subdivision of Kelompok Bermain.
The school has twenty students two to four years of age. They come from the lower to
middle class of society. While some children are consistent enough in coming to the school, some
others tend to come and go. These children are not grouped based on their age as the school
believes that the older children can help the younger ones, and the younger ones can learn from the
older ones. They meet three times a week for two hours. The lesson is divided into three phases, i.e.
pre, while, and post teaching, with drawing, coloring, and making origami as the main activities.
Bahasa Indonesia is used as the medium of instructions, but English is introduced to the students.
The focus of English teaching is more on introducing English vocabulary at the word level.
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Participants
The participants in this study were three teachers, one full timer and two students teachers.
The full timer, lbu Flora (a pseudonym), has been teaching young learners for seventeen years. She
graduated from
d
diploma program for kindergarten teachers. The student teachers, Nila and Yulia
(pseudonyms), were fourth year students from the English department. They were doing their
teaching practicum for two months.
Data collection procedures
This study employed both method triangulation and data triangulation. There were four
kinds of data gathering techniques, i.e. interviews, video recordings, field notes, and journal entries;
and three different sources, i.e. the teachers, the coordinator, and the observer or the researcher.
The researcher here acted as both participant and non-participant observer. The interview was done
to elicit information about the practice of English language Teaching in the school context, i.e. the
purpose of teaching English, the use of certain techniques, the kind of English exposure, and some of
the challenges. The video recordings, filed notes, and the researcher's journals were used as the
basis for developing the interview questions. In regards to the collection procedures, I can say that it
was not really a linear process in which one was done after the other. Sometimes, for example, an
interview had to be done while the observation period was still going on.
Data analysis
In this study, as was the other kinds of qualitative research, the data was analyzed using
inductive reasoning processes. It was analyzed starting from the raw data, and formed into larger
categories (Creswell, 2007). This process is also known as a "grounded" approach to data analysis, in
which the researcher begins with the data and through analysis (searching for salient themes or
categories and arranging these to form explanatory patterns) arrives at an understanding of the
phenomenon under investigation (Ellis and Barkhuzein, 2005 in Nunan and Bailey, 2009: 421). Doing
this makes the data analysis an iterative process of reading, thinking, rereading, posing questions,
searching through the records, and trying to find patterns (Nunan and Bailey, 2009).
FINDINGS
Based on the observation, several points concerning the teaching and learning process could
be found as theiollowings:
1. The First language was used as the medium of instruction. Indonesian, instead of English, was
used as the main language in the school context. Teachers and students communicated in
Indonesian. When asked about the English teaching provided by this school, lbu Flora strongly
claimed that "English is not the priority". She then explained the rationales behind the teaching of
English to these children. First, there was a demand from the society in general to master English.
Second, with Indonesian society in favor of the early learning of English, the parents expected their
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children to be introduced to English in order to prepare them at the kindergarten level. Third,
theories claim that between zero to six years of age is a golden period to provide as much input as
possible due to children's amazing ability to absorb. It was, however, not the responsibility of
preschools to start introducing English to learners. Also, to avoid burdening the children, this school
decided not to expose them to a lot of English. The purpose of English teaching was only to introduce
English vocabulary to the students, so that the students would bf' able to name a certain object in
two languages. i.e. Indonesian and English.
What the school did was in line with what Philp and Tognini (2009) pointed out. To decide
how the l2 teaching would be applied, the school had to consider several factors such as the status
of the l2, the languages of the community, the expectations, the curriculum, and the learners
themselves. This school wanted to cater to the demands of the community in general and the
parents in particular without moving too far from the guidelines provided by the government.
Moreover, as Cameron (2009) claimed, the teacher's perceptions of their students' ability and the
status of the school would influence the difference amount of L1 use. The school in general and the
teacher in particular believed that exposing the children to a lot of English might burden them. With
such a view, the English teaching was limited to introducing only English vocabulary, and the ll was
used as a medium of instruction.
2. English exposure was only at the word level. The students were exposed to English only at the
word level -mostly one word- as seen in the following extracts. In Extract 1 (lines 7-9), the students
were introduced to the English word stamp, and in Extract 2 (line 9) to the word mailbox.
Extract 1: taken on March 30
1.
T
: Nah, kalau mau kirim surat kemarin diatas amplopnya ditempelin
apa ? /When we want to send letters, what should we put on the
envelope?
s
3.
T
.... [Unintelligible]
: Ditempelin apa? /What?/
4
s
: Perangko. /Stamp./
5.
T
: Perangko. /Stamp./
2.
6.
: Pintar. /Clever./
7.
: Nah perangko Bahasa lnggrisnya?
8.
: Hayo(.) Kemaren?
/What is the English word for perangko?l
/Yes? Yesterday?/
9.
Ani
: Stamp. [:setam]
10.
T
11.
Ani
: Ya? /Yes?/
: Stamp. [:setam]
12.
T
: lya. P!nter /Yes. Clever./
Extract 2: taken on March 30
1.
'j
.....
: lni gambar kotak surat.
T
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/This is a picture of a mailbox./
3.
: lya, kotak surat.
/Yes, a mailbox./
4.
: Jadi, kalau kita mau mengirim surat, nanti suratnya dimasukkan ke
dalam kotak surat.
/So, we can drop off our mail into the mailbox./
. Warnanya apa7 [pointed tc the red color]
,J.
/What color is it?/
6.
: lni warnanya apa hayo?
/What is the color? I
7.
8.
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:Red.
T
: Red. Pintar.
/Red. Clever./
: Kalau kotak surat, Bahasa lnggrisnya mailbox.
9.
I A kotak surat is mailbox in English./
10.
:Mailbox.
11.
: Apa tadi Bahasa lnggrisnya kotak surat?
/What is the English word for kotak surat?/
12.
: Mail(.) box.
13.
:Mailbox.
When questioned about this, lbu Flora first referred to the purpose of English teaching,
which was only to introduce the children to English vocabulary. She then mentioned the age factor:
"Exposing two, three, or four English words to children two to four years of age would be difficult."
She stated her fear about the effect of such exposure: "I'm afraid that this would interfere with the
words they have learned."
The very young learners in this context were only expected to be able to name certain
objects in English. When they were given an Indonesian word, they would be able to provide an
English translation for that particular word. The exposures therefore were limited only to introducing
words and not complex thoughts. Although some two-word objects could be found, all were still
nouns, such as electric stove, public telephone, and post office. In addition to nouns, the children
were also introduced to some verbs such as jump, run, sleep, stand up, and sit down; and colors. All
were still at the word level.
From both of the extracts, it could also be seen how the teacher exposed the L2 to the
students. The ｴｾｦ｣ｨ･ｲ＠
was first introduce certain concepts in the L1 and then certain words in the L2.
In Extract 2, fbr instance, the teacher first introduced the concept of kotak surat (mailbox) in
Indonesian (lines 4-8), e.g. what a mailbox is, what it is for, what is the color, and then the English
word for kotak surat (line 9). In Extract 1, the teacher first reminded the students the concept of
perangko (stamp) in Indonesian (lines 1-5), i.e. what it is for, and then asked them the English word
for perangko (lines 7-8).
As the children were only expected to be able to name certain objects in English and that the
school wanted to focus more on developing the children's L1, the extent of the L2 exposure and the
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use of such a technique to introduce the L2 words could be well understood. When compared to the
native English speakers two years of age, these L2 learners' abililty was of course still far from that
since they received only a limited exposure of English. However, similar to what Spolsky (1989)
believes, Steinberg et al. (2001) also assert that students will certainly learn from any techniques,
since they are exposed to the data of an L2 and are given an opportunity to learn the language.
3. The use of AVA. lntroduung a certam concept to very young
ｩ･｡ｲｮｾ＠
ｾ＠
qu1te a d1ff1cutt task.
Providing speech input only is not enough as children need to see the objects or experience the
events associated with the speech (Johnson, 2001; Steinberg et al., 2001; Cameron, 2009). With their
learning styles still dominantly kinesthetic, very young learners need to see and touch things (Tav1l
and Sbylemez, 2008). Pictures, flash cards and realia, therefore, would be of beneficial to use.
Extract 3: taken on March 30
1.
T
: Nah, kalo kita mau mengirim surat, nanti ampiopnya dimasukkan
kemana?
/Where can we drop off our mail?/
2.
:Ada yang tahu ndak ini gambar apa? [Showing a picture of
a mailbox] /Does anybody know what picture it is?/
3.
: lni gambar apa?
4.
:Ada yang tahu ndak? Ayo 7 [moved around and showed the
/What picture is it?/
picture]
/Does anybody know? Come on./
5.
6.
51
: [touched the picture] Surat. /Letter./
T
: Surat? lya surat. [moved to the next student]
/Letter? Yes, letter./
7.
8.
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9.
T
: [touched the picture] Surat. /Letter./
: [some more students repeated saying surat]
: lni gambar kotak surat.
/This is a picture of a mailbox./
: lya, kotak surat.
10.
/A mailbox./
: Jadi, kalau kita mau mengirim surat, nanti suratnya dimasukkan ke
11.
dalam kotak surat.
/So, we can drop off our mail into the mailbox./
12.
: Warnanya apa? [pointed to the color red]
/What is the color?/
: lni warnanya apa hayo?
13.
/What color is it? I
14.
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:Red.
1.5.
T
: Red. Pinter.
16.
: Kalau kotak surat, Bahasa lnggrisnya mailbox.
I A kotak surat is a mailbox in
-
English./
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In Extract 3, the teacher wanted to introduce the word mailbox; first in Indonesian, then in
English. Besides asking a question and giving an explanation, she also used a picture. When the
teacher showed the picture to S1, she touched it and said surat (line 5). Another student, S2, also did
the same as S1 (line 7). Throughout the observation, I also noticed that once the children were
curious, they did not want to only see the pictures or objects the teachers brought but also touch
them.
This finding therefore could explain why nouns became the most frequent words taught to
the students. lbu Flora stated that "it is easier for the children to understand something they can see.
An abstract concept is difficult for them to remember. Because of this, we introduce them to real
things in their surrounding environment: the things they can see and touch." Both Nila and Yulia also
articulated the same point. As what the caretakers do when exposing the L1 to their children, the
teachers also did the same to these young L2 learners. They introduced the children only to objects
they could see or touch. If the objects could not be found in the classroom, pictures, flashcards, or
realia were then used.
4. The use of translation techniques. To introduce an English word, the teacher used a translation
technique from Indonesian into English or the other way around as seen in the following extract.
Extract 4: taken on March 24
T
1.
: Sekarang tangannya dilepas.
/Now, release your hands/
2.
: Kita nyanyi "Kita Berjalan lkan Berenang".
/Let's sing "Kita Berjalan lkan Berenang"./
3.
: Kalau ikan apa Bahasa lnggrisnya?
/What is the English word for ikan?/
4.
Adi
: Fish. [loudly]
5.
T
: Pintar. [showing two thumbs up]
/Clever./
6.
: Kalau air? Apa Bahasa lnggrisnya air?
/What about water? What is the English word for water?/
Ani
7.
: Water [loudly, though the -r sound was not clearly pronounced, just
like a three-year-aid kid usually did]
8.
T
: Pintar.
/Clever./
9.
J Yon
10.
I
T
:Water.
: Kalau hujan?
/What about rain?/
: Apa Bahasa lnggrisnya hujan?
11.
/What is the English word for hujan?/
12.
Ani
:Rain. Uumping]
13.
T
: Apa?
/What?/
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:Rain.
: Hebat.
/Great./
When the teacher asked the student the English version for a certain word, she used
expressions such as "Apa Bahasa lnggrisnya ... " (lines 6 and 11}, or "Kalau ... apa Bahasa lnggrisnya?"
(line ﾷｾ＠ H'd 6;
When questioned about this, lbu Flora explained from two perspectives. One was the
teacher's view; the other was the students' view. From the ｴ･｡｣ｨｅｾｲＧｳ＠
view, she said that it was a kind
of strategy for her to overcome her limitation; "If I did not use that technique, I would forget."
Although she had been teaching young learners for seventeen years, ller major was not in ELT.
Several times during our conversation, she admitted that she could not speak English fluently.
Despite this limitation, she still tried to introduce English vocabulary to the students. Such was a
common condition in an FL context, as articulated by Philp and Tognini (2009). The level of the
teacher's target language proficiency may vary from fluent confidence to limited competence, some
teachers even learning alongside the students. To expect a greater standard of the English teaching,
as lbu Rita -the school supervisor- admitted, it seemed impossible due to the limitation of the human
resources at this moment. To counter this condition, the school cooperated with the English
Department and the Community Service students of SWCU by providing a site for teaching practicum
and community service activities.
From the students' view, lbu Flora explained that this was done to minimize the students'
confusions,
"If a word was not translated,
the students might get confused. What the students know
is Indonesian, not English. So, if we introduce English directly ond do not say the Indonesian word, the
students will be confused." I found this situation when I had a chat with Ella during the break. When I
pointed to the picture of a leaf in the puzzle she was playing with and said green, she said hijau
several times as if she corrected me. I then explained to her that the English word for hijau was
green. lbu Flora explained further that this was also to maximize the use of the first language, "Many
students still use their native language. It does not mean that it is not good, but maximizing the use of
Indonesian is also important. So, we want ta introduce English without neglecting Indonesian." This
point was similar to Nila's perspective. She stated that "A translation technique is important as the
children need to know the L1 first. It is the language they know. Sometimes, they even do not know
Indonesian. They speak using Javanese." To illustrate, in Extract 5 line 8, Nesya used Javanese to
respond to the teacher's question (line 2).
Extract 5: taken on April15
1
T
Kemana? [The assistant's voice saying Taman Pintar]
/Where?/
Oh, Taman Pintar. lya, sama siapa
2
｢ｨｾｳ｡ｮｹ＠
kalo pergi piknik?
/Oh, Taman Pintar. Yes, who do you usually go with?/
[No response]
3
4
5
[Bu Flora's voice asking YonJ
Yon
Papah.
/Daddy./
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6
Oh, sama papah.
/Oh, with daddy./
7
8
Nesya
lya. /Yes./
Aku karo ibu.
/1 go with mom./
At anvther time, : noticed that Ano answered the teacher's question i;·,
ｊ＼ｾｶ｡ｮ･ｳＮ＠
When the
teacher asked the color of the hat in a picture, he said ireng instead of hitam. Moreover, Yulia argued
that the translation technique was beneficial to bridge the gap between the old and new students,
"Some children are not accustomed to English, especially the new ones. They have not received any
English exposure yet."
Scholars (e.g. Cook, 2000 in Hall, 2001) might argue that such a translation technique might
not be effective for L2 learning. In an FL context where the learners rarely hear the L2 in their daily
lives, limited use of L2 restricts both the quality and quantity of input available to learners (Kim and
Elder, 2005; Tognini, 2008, in Philp and Tognini, 2009). However, one cannot forget the other factors
influencing all the decisions, such as the teachers themselves (their L2 competencies and beliefs), the
status of the L2, and the learners (Cameron, 2009; Philp and Tognini, ibid).
CONCLUSIONS
From the findings, it could be seen how PKBM Satya Parahita tried to adapt the L2 learning
concepts into their local context. Considering the language used by the community, and the status of
the l2, the teaching of English in this school is only as an addition. In daily life, English is never used.
The children speak with their caretakers (parents, siblings, and relatives) mostly in Javanese, and
some in Indonesian. Moreover, only a few of the parents understand some English vocabulary.
Exposing children to too much English will therefore create difficulties and might burden them.
Besides, the fact that most of the students have not mastered Indonesian becomes the school's main
concern. Within this country, mastering Indonesian is actually more important than English as the
language is used as a means of communication across regions. The goal of teaching the L2 therefore
is only to introduce its vocabulary related to things the children can find in their surroundings. When
the children are given an Indonesian word, they are able to provide an English translation for that
particular word.
As English was not the school's priority, the teaching of the language was embedded in all
the teaching stages. Indonesian was used as the medium of instruction. Although the use of L1 in the
language classroom is not strongly suggested (Kim and Elder, 2005; Tognini, 2008 in Philp and
Tognini, 2009),.tstill the decision to use the L1 in this context was made in accordance with factors
I
such as expectations, goals, curriculums, and stakeholders as what Philp and Tognini {2009) point
out. The teachers in this context had to introduce the concepts first in Indonesian and then the
English words for certain things. To do this, a translation technique from Indonesian to English was
used. Despite the fact that such a technique is no longer preferred, the teachers asserted that this
was the best technique to cater to the contextual factors {e.g. the language spoken by the
community, the learners, the teacher's L2 competence). Such an argument was in line with what
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Spolsky (1989) claims, as long as the techniques are appropriate with the relevant conditions, e.g. the
situations, the goals, and the learners, the L2 learners could still gain the benefits of teaching.
Looking at what the teachers of PKBM Satya Parahita have done can surely provide insights
to the English teachers in FL contexts. As teachers, we should ｢ｅｾ＠
able to adapt rather than impose
certain approaches as what is voiced by Tomlinson (2005) and Paul (2003), whose research is mostly
concerned with teaching English in an Asian context. Tomlinson (2005) strongly suggest that teachers
need to bonow and addpt the approaches to their local cultures, and not just rigidly apply certain
concepts, and Paul (2003) point out that classroom application derived from learning theories may
be different depending on the learning context.
REFERENCES
Brown, H.D. (2007). Principles of language learning and teaching. NY: Pearson Education Inc.
Brown, J.D., & Rodgers, T.S. (2009). Doing second language research. Oxford: Oxford University Press.
Cameron, L. (2009). Teaching languages to young learners. Cambridge: CUP.
Collentine, J., & Freed, B.F. (2004). Learning context and its effects on second language acquisition:
introduction. Studies in Second Language Acquisition, 26, 153-171.
Cook, V. (in press). Using the first language in the classroom. Canadian Modern Language Review, 57.
Creswell, J. W. (2007}. Qualitative inquiry and research design: Choosing among five approaches (2nd ed.).
Thousand Oak, CA: Sage.
Denzin, N.K., & lincoln, Y.S. (2005). The Sage handbook of qualitative research. (3'd ed.). Thousand Oaks,
CA: Sage.
ｅｫｾｬＬ＠
G. (2009). Multiple short story activities for very young learners with multiple tastes. Ekev Academic
Review, 13(40), 51-68.
Ellis, R., & Barkhuzein, G. {2005). Analyzing learner language. Oxford: Oxford University Press.
Hall, J.K. (2001). Methods for teaching foreign languages: Creating a community of learners in the
classroom. Ohio: Prentice-Hall.
Johnson, K. (2001). An introduction to foreign language learning and teaching. Harlow: Pearson Education
Limited.
Kim, S.H., & Elder, C. (2005). language choices and pedagogic functions in the foreign language classroom:
Teaching Research, 9 (4}, 355-380.
A cross-linguistic functional analysis of teacher talk. ｌ｡ｮｧｵｅｾ＠
Klima, E., & Bellugi, V. (1996). Syntactic regularities in the speech of children. In J. Lyons., & R, Wales
(Eds.), Psycholinguistic paper (pp. 183-219). Edinburgh: Edinburgh University Press.
Mackey, A. (2006). Second language acquisition. In R. Fasold & J. Connor-Unton (eds.), An introduction to
language and linguistics (pp. 433-63}. Cambridge: Cambridge University Press.
Mitchell, R., & Myles, F. (2004). Second Language Learning Theories (2nd ed.). london: Arnold.
Nunan, D., & Bailey, K. (2009). Exploring second language classroom research: A comprehensive guide.
Boston: Heinle.
Paul, D. (2003). Teaching English to Children in Asia. Quarry Bay: Pearson Education North Asia limited.
Philp, J., & Tognini, R. (2009). Language acquisition in foreign language contexts and the differential
benefits of interaction. IRAL: International Review of Applied Linguistics in Language Teaching,
47(3/4), 245-266.
Rolin-lanzlty, J., & Brownlie, S. (2002}. Teacher use of learners' native language in the foreign language
classroom. The Canadian Modern Language Review, 58(3), 402-426.
Spolsky, B. (1989). Conditions for Second Language Learning: Introduction to a general theory. Oxford UP.
Springer, S.E. (2003). Contingent language use and scaffolding in a project-based ESL course. Unpublished
manuscript, Monterey Institute of International Studies, Monterey, Canada.
Steinberg, D.O., Nagata, H., & Aline, D.P. (2001). Psycholinguistics: Language, mind and world (2nd ed.).
Harlow: Pearson Education limited.
Teacher Education in Era of World
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Tav1l, Z., & Soytemez, A. (2008). Vocabulary teaching through storytelling to very young learners in
kindergartens. Ekev Academic Review, 12(35), 371-382.
Togninl, R. (2008). Interaction In languages other than English classes in Western Australian primary and
secondary schools: Theory, practice and perceptions. Doctoral dissertation, Edith Cowan
University.
Tomlinson, B. (2005). The future for ELT materials in Asia. Electronic Journal of Foreign Language
Teaching, 2(2), 5-13.
:urnbull, M., & Arnett, K. (2002). Teachers' use::. uf the target and first iunguagb j;, ::.ccond and foreign
language classroom. Annual Review of Applied Linguistic, 22(1), 204-218.
J
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English Teaching in PKBM Satya
Parahita: Insights for Teacher Education
Program
Anita Kurniawatl
Satya Wacana Christian University
anne.kurniawati@gmail.com
ABSTRACT
Teaching and learning is certainly a complex process. This complexity is even more prevalent
when dealing with an L2 teaching in FL contexts. Teachers have to deal not only with the target
language as a subject but also with the community in general and learners in particular. Such
techniques that work well in an l2 context might produce different results in an Fl context. Spolsky
(1989), however, argued that as long as the technique used is suitable for relevant conditions, e.g.
the situations, the goals, and the learners, the benefits of learning are still undeniable. The basic
theories about l2 learning process, moreover, do not differentiate L2 contexts from FL contexts. Paul
(2003), however, points out that the classroom application derived from those theories may be
different. Teachers therefore should be able to apply the learning context and adapt rather than
impose certain approaches. This paper is based on the classroom observations conducted in PKBM
Satya Parahita, Salatiga. It aims at showing how the teachers adapted certain concepts into their
local context in order to teach English to the children two to four years of age. Such f indings can
surely enrich our teaching perspectives.
Key words: L2 learning, FL learning, Young learners
INTRODUCTION
English language learning does not take place only in a second language (L2) context where
the society communicates using English. With English being a ling ua franca, English learning happens
in a foreign language (FL) context as well. While it is possible for l2 learners to pick up the language
naturally in an L2 context as if they were acquiring t heir ll, it may be doubtful that this natural
process can be obtained in an Fl context, since the language learning process is mostly achieved
through formal instructions. Spolsky (1989), however, argued that there was actually no significance
difference between those who received formal instructions and those who did not; and that formal
instructions certainly are beneficial to language learners. Quoting a study done by Collentine and
Freed (2004), Mackey in Fasold and Conner-Linton (2006) also voiced the same claims; that one
context is not superior to another for all language skills.
The basic theories about l2 learning process do not differentiate l2 contexts from FL
contexts. However, Paul (2003) states that the classroom application derived from those theories
may be different. As what Philp and Tognini (2009) point out, teachers teaching English in an Fl
context have to deal not only with the target language as a subject but also with the community in
Teacher Education in Era of World Eng fishes, November 21-22, 2011, UKSW
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general and the learners in particular. Techniques that appear to be sophisticated and promising in a
certain context might be perceived differently in another context. Spolsky (1989), however, argued
that as long as the techniques chosen are suitable for relevant conditions, e.g. the situations, the
goals, and the learners, the benefits ofteaching are still undeniable.
Considering such an issue, this paper aims at showing how the English teachers of PKBM
Satya Parahita adapted the language learning concepts into their local context in order to teach
English to the children two to four years of age. Nevertheless, to what extent the techniques used
was effective is not the main concern of this study. It is expected that the findings can enrich our
perspectives and provide insights into the practice of teaching English to young learners in Salatiga.
L2 LEARNING IN FL CONTEXT
The term second language (L2) learning refers to the processes through which someone
acquires one or more second or foreign language in both naturalistic contexts and in the classroom
setting (Steinberg, Nagata, and Aline, 2001; Mitchell and Myless, 2004; Mackey, 2006). Hence, the
underlying process of learning L2 in L2 and FL contexts are considered similar. Nevertheless, one has
to admit that the different contexts indeed bring significance differences in term of expectations,
learners' goals, curriculum and assessment (Philp and Tognini, 2009). These surely influence the
classroom practice, e.g. the frequency and duration of instruction and the role of conversational
interaction in the classroom (ibid).
It has been well accepted that learning an L2 has a similar process as children's learning their
Ll. Exposure and interaction, therefore, should become the main ingredients of L2 learning. In a
language classroom, as Brown (2007) noted, teachers play their role as caretakers. As what parents
do to their children when exposing the L1, teachers are expected to do the same to their students.
They need to expose the students with a massive amount of target language input. Moreover, the
input should foster meaningful communicative use of the language in an appropriate context (Brown,
2007). However, in regard to L2 learning in FL contexts, such idealistic condition is sometimes hard to
provide. Many factors (e.g. the teachers, the learners, the local context, etc.) will affect the policies in
regards to the teaching and learning process. What works well in one context might be perceived
differently in another context.
CHILDREN AS L2 LEARNERS
L2 learners can be anyone, ranging from very young learners to adults. The teaching
techniques used to support the L2 learning process therefore has to be in accordance to the learners'
age. Concerning young learners, the L2 input should be provided in a meaningful context because
they need to ｳ･ｾ＠
a clear connection between the speech sound produced and the objects, events, or
situations (Steinberg, et al., 2001). As a result, teachers should only talk about concrete objects and
events that are happening in front of their eyes. They should not talk about abstract or remote
objects and events (Johnson, 2001).
Since young learners learn best through induction or self
discovery, Tomlinson (2005) suggest that they should be given a lot of varied experience of the
language through stories, songs, games and play activities.
To acquire an L2 successfully, memory plays a crucial role. Steinberg et al. (2001) explain two
basic types of memory operating in language learning: associative learning, where a connection is
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formed between an object and the sound-form of that object, and episodic memory, where whole
events or situations are remembered along with phrases and sentences that others have spoken.
Children at the age of 5 or 6 still display a phenomenal ability at rote memorization, whereas older
children do not. The rote memorization begins to decline at around 8 years of age, and will decline
rnore at about 12 years of age. To learn an L2, young children rely heavily on their use of rote
memory, whereas older children begin to apply their cognitive abilities in analyzing the syntactic
rules.
WHICH LANGUAGE TO USE?
Language choices, especially in an FL classroom context, raise a controversy. Some scholars
and educational policy makers believe that teachers have to avoid using the Ll. As the classroom
provides the main source of L2 input, with primary input from the teacher or teaching resources,
limited use of an L2 by teachers restricts both the quality and quantity of input available to learners
(Kim and Elder, 2005; Tognini, 2008 in Philp and Tognini, 2009). In FL contexts, L2 learners do not
have a chance to hear the language outside the classroom. Maximizing the use of L2 in the
classroom, therefore, will provide greater opportunity for the learners to hear as much of the target
language as possible. The more L2 the learners hear, the more they will learn.
Others, however, argue that the use of L1 to some extent can still benefit the L2 learning
process. Cameron (2009), for instance, pointed out that to assume a simple linear relationship
between exposure to language and learning irons much of the complexity of teaching and learning,
and ignores the possibility that certain uses of a common mother tongue might also contribute to L2
learning. Strategies such as translating L2 words into Ll and making contrasts between Ll and L2
forms may facilitate acquisition (Rolin-lanzity and Brownlie, 2002 in Philp and Tognini, ibid), and
evidence shows that code-switching can enhance input by making linguistic items more salient
(Turnbull and Arnett, 2002, in ibid). Cameron (ibid) articulated further that if the teacher and class
share a common mother tongue, it is very uncommon to avoid using the Ll. When dealing with
children, especially in an FL context, the total use of the L2 is even more unnatural.
METHODOLOGY
Context of the study
PKBM Satya Parahita is located in Tegalrejo, Salatiga. It is under the supervision of Research
Center and Gender Study, Satya Wacana Christian University (SWCU). According to the educational
structures in Indonesia, this school is a non-formal education, categorized as PAUD (Pendidikan Anak
Usia Dini), subdivision of Kelompok Bermain.
The school has twenty students two to four years of age. They come from the lower to
middle class of society. While some children are consistent enough in coming to the school, some
others tend to come and go. These children are not grouped based on their age as the school
believes that the older children can help the younger ones, and the younger ones can learn from the
older ones. They meet three times a week for two hours. The lesson is divided into three phases, i.e.
pre, while, and post teaching, with drawing, coloring, and making origami as the main activities.
Bahasa Indonesia is used as the medium of instructions, but English is introduced to the students.
The focus of English teaching is more on introducing English vocabulary at the word level.
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Participants
The participants in this study were three teachers, one full timer and two students teachers.
The full timer, lbu Flora (a pseudonym), has been teaching young learners for seventeen years. She
graduated from
d
diploma program for kindergarten teachers. The student teachers, Nila and Yulia
(pseudonyms), were fourth year students from the English department. They were doing their
teaching practicum for two months.
Data collection procedures
This study employed both method triangulation and data triangulation. There were four
kinds of data gathering techniques, i.e. interviews, video recordings, field notes, and journal entries;
and three different sources, i.e. the teachers, the coordinator, and the observer or the researcher.
The researcher here acted as both participant and non-participant observer. The interview was done
to elicit information about the practice of English language Teaching in the school context, i.e. the
purpose of teaching English, the use of certain techniques, the kind of English exposure, and some of
the challenges. The video recordings, filed notes, and the researcher's journals were used as the
basis for developing the interview questions. In regards to the collection procedures, I can say that it
was not really a linear process in which one was done after the other. Sometimes, for example, an
interview had to be done while the observation period was still going on.
Data analysis
In this study, as was the other kinds of qualitative research, the data was analyzed using
inductive reasoning processes. It was analyzed starting from the raw data, and formed into larger
categories (Creswell, 2007). This process is also known as a "grounded" approach to data analysis, in
which the researcher begins with the data and through analysis (searching for salient themes or
categories and arranging these to form explanatory patterns) arrives at an understanding of the
phenomenon under investigation (Ellis and Barkhuzein, 2005 in Nunan and Bailey, 2009: 421). Doing
this makes the data analysis an iterative process of reading, thinking, rereading, posing questions,
searching through the records, and trying to find patterns (Nunan and Bailey, 2009).
FINDINGS
Based on the observation, several points concerning the teaching and learning process could
be found as theiollowings:
1. The First language was used as the medium of instruction. Indonesian, instead of English, was
used as the main language in the school context. Teachers and students communicated in
Indonesian. When asked about the English teaching provided by this school, lbu Flora strongly
claimed that "English is not the priority". She then explained the rationales behind the teaching of
English to these children. First, there was a demand from the society in general to master English.
Second, with Indonesian society in favor of the early learning of English, the parents expected their
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children to be introduced to English in order to prepare them at the kindergarten level. Third,
theories claim that between zero to six years of age is a golden period to provide as much input as
possible due to children's amazing ability to absorb. It was, however, not the responsibility of
preschools to start introducing English to learners. Also, to avoid burdening the children, this school
decided not to expose them to a lot of English. The purpose of English teaching was only to introduce
English vocabulary to the students, so that the students would bf' able to name a certain object in
two languages. i.e. Indonesian and English.
What the school did was in line with what Philp and Tognini (2009) pointed out. To decide
how the l2 teaching would be applied, the school had to consider several factors such as the status
of the l2, the languages of the community, the expectations, the curriculum, and the learners
themselves. This school wanted to cater to the demands of the community in general and the
parents in particular without moving too far from the guidelines provided by the government.
Moreover, as Cameron (2009) claimed, the teacher's perceptions of their students' ability and the
status of the school would influence the difference amount of L1 use. The school in general and the
teacher in particular believed that exposing the children to a lot of English might burden them. With
such a view, the English teaching was limited to introducing only English vocabulary, and the ll was
used as a medium of instruction.
2. English exposure was only at the word level. The students were exposed to English only at the
word level -mostly one word- as seen in the following extracts. In Extract 1 (lines 7-9), the students
were introduced to the English word stamp, and in Extract 2 (line 9) to the word mailbox.
Extract 1: taken on March 30
1.
T
: Nah, kalau mau kirim surat kemarin diatas amplopnya ditempelin
apa ? /When we want to send letters, what should we put on the
envelope?
s
3.
T
.... [Unintelligible]
: Ditempelin apa? /What?/
4
s
: Perangko. /Stamp./
5.
T
: Perangko. /Stamp./
2.
6.
: Pintar. /Clever./
7.
: Nah perangko Bahasa lnggrisnya?
8.
: Hayo(.) Kemaren?
/What is the English word for perangko?l
/Yes? Yesterday?/
9.
Ani
: Stamp. [:setam]
10.
T
11.
Ani
: Ya? /Yes?/
: Stamp. [:setam]
12.
T
: lya. P!nter /Yes. Clever./
Extract 2: taken on March 30
1.
'j
.....
: lni gambar kotak surat.
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/This is a picture of a mailbox./
3.
: lya, kotak surat.
/Yes, a mailbox./
4.
: Jadi, kalau kita mau mengirim surat, nanti suratnya dimasukkan ke
dalam kotak surat.
/So, we can drop off our mail into the mailbox./
. Warnanya apa7 [pointed tc the red color]
,J.
/What color is it?/
6.
: lni warnanya apa hayo?
/What is the color? I
7.
8.
53
:Red.
T
: Red. Pintar.
/Red. Clever./
: Kalau kotak surat, Bahasa lnggrisnya mailbox.
9.
I A kotak surat is mailbox in English./
10.
:Mailbox.
11.
: Apa tadi Bahasa lnggrisnya kotak surat?
/What is the English word for kotak surat?/
12.
: Mail(.) box.
13.
:Mailbox.
When questioned about this, lbu Flora first referred to the purpose of English teaching,
which was only to introduce the children to English vocabulary. She then mentioned the age factor:
"Exposing two, three, or four English words to children two to four years of age would be difficult."
She stated her fear about the effect of such exposure: "I'm afraid that this would interfere with the
words they have learned."
The very young learners in this context were only expected to be able to name certain
objects in English. When they were given an Indonesian word, they would be able to provide an
English translation for that particular word. The exposures therefore were limited only to introducing
words and not complex thoughts. Although some two-word objects could be found, all were still
nouns, such as electric stove, public telephone, and post office. In addition to nouns, the children
were also introduced to some verbs such as jump, run, sleep, stand up, and sit down; and colors. All
were still at the word level.
From both of the extracts, it could also be seen how the teacher exposed the L2 to the
students. The ｴｾｦ｣ｨ･ｲ＠
was first introduce certain concepts in the L1 and then certain words in the L2.
In Extract 2, fbr instance, the teacher first introduced the concept of kotak surat (mailbox) in
Indonesian (lines 4-8), e.g. what a mailbox is, what it is for, what is the color, and then the English
word for kotak surat (line 9). In Extract 1, the teacher first reminded the students the concept of
perangko (stamp) in Indonesian (lines 1-5), i.e. what it is for, and then asked them the English word
for perangko (lines 7-8).
As the children were only expected to be able to name certain objects in English and that the
school wanted to focus more on developing the children's L1, the extent of the L2 exposure and the
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use of such a technique to introduce the L2 words could be well understood. When compared to the
native English speakers two years of age, these L2 learners' abililty was of course still far from that
since they received only a limited exposure of English. However, similar to what Spolsky (1989)
believes, Steinberg et al. (2001) also assert that students will certainly learn from any techniques,
since they are exposed to the data of an L2 and are given an opportunity to learn the language.
3. The use of AVA. lntroduung a certam concept to very young
ｩ･｡ｲｮｾ＠
ｾ＠
qu1te a d1ff1cutt task.
Providing speech input only is not enough as children need to see the objects or experience the
events associated with the speech (Johnson, 2001; Steinberg et al., 2001; Cameron, 2009). With their
learning styles still dominantly kinesthetic, very young learners need to see and touch things (Tav1l
and Sbylemez, 2008). Pictures, flash cards and realia, therefore, would be of beneficial to use.
Extract 3: taken on March 30
1.
T
: Nah, kalo kita mau mengirim surat, nanti ampiopnya dimasukkan
kemana?
/Where can we drop off our mail?/
2.
:Ada yang tahu ndak ini gambar apa? [Showing a picture of
a mailbox] /Does anybody know what picture it is?/
3.
: lni gambar apa?
4.
:Ada yang tahu ndak? Ayo 7 [moved around and showed the
/What picture is it?/
picture]
/Does anybody know? Come on./
5.
6.
51
: [touched the picture] Surat. /Letter./
T
: Surat? lya surat. [moved to the next student]
/Letter? Yes, letter./
7.
8.
52
9.
T
: [touched the picture] Surat. /Letter./
: [some more students repeated saying surat]
: lni gambar kotak surat.
/This is a picture of a mailbox./
: lya, kotak surat.
10.
/A mailbox./
: Jadi, kalau kita mau mengirim surat, nanti suratnya dimasukkan ke
11.
dalam kotak surat.
/So, we can drop off our mail into the mailbox./
12.
: Warnanya apa? [pointed to the color red]
/What is the color?/
: lni warnanya apa hayo?
13.
/What color is it? I
14.
53
:Red.
1.5.
T
: Red. Pinter.
16.
: Kalau kotak surat, Bahasa lnggrisnya mailbox.
I A kotak surat is a mailbox in
-
English./
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In Extract 3, the teacher wanted to introduce the word mailbox; first in Indonesian, then in
English. Besides asking a question and giving an explanation, she also used a picture. When the
teacher showed the picture to S1, she touched it and said surat (line 5). Another student, S2, also did
the same as S1 (line 7). Throughout the observation, I also noticed that once the children were
curious, they did not want to only see the pictures or objects the teachers brought but also touch
them.
This finding therefore could explain why nouns became the most frequent words taught to
the students. lbu Flora stated that "it is easier for the children to understand something they can see.
An abstract concept is difficult for them to remember. Because of this, we introduce them to real
things in their surrounding environment: the things they can see and touch." Both Nila and Yulia also
articulated the same point. As what the caretakers do when exposing the L1 to their children, the
teachers also did the same to these young L2 learners. They introduced the children only to objects
they could see or touch. If the objects could not be found in the classroom, pictures, flashcards, or
realia were then used.
4. The use of translation techniques. To introduce an English word, the teacher used a translation
technique from Indonesian into English or the other way around as seen in the following extract.
Extract 4: taken on March 24
T
1.
: Sekarang tangannya dilepas.
/Now, release your hands/
2.
: Kita nyanyi "Kita Berjalan lkan Berenang".
/Let's sing "Kita Berjalan lkan Berenang"./
3.
: Kalau ikan apa Bahasa lnggrisnya?
/What is the English word for ikan?/
4.
Adi
: Fish. [loudly]
5.
T
: Pintar. [showing two thumbs up]
/Clever./
6.
: Kalau air? Apa Bahasa lnggrisnya air?
/What about water? What is the English word for water?/
Ani
7.
: Water [loudly, though the -r sound was not clearly pronounced, just
like a three-year-aid kid usually did]
8.
T
: Pintar.
/Clever./
9.
J Yon
10.
I
T
:Water.
: Kalau hujan?
/What about rain?/
: Apa Bahasa lnggrisnya hujan?
11.
/What is the English word for hujan?/
12.
Ani
:Rain. Uumping]
13.
T
: Apa?
/What?/
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WACANA CHRISTIAN UNIVERSITY
:Rain.
: Hebat.
/Great./
When the teacher asked the student the English version for a certain word, she used
expressions such as "Apa Bahasa lnggrisnya ... " (lines 6 and 11}, or "Kalau ... apa Bahasa lnggrisnya?"
(line ﾷｾ＠ H'd 6;
When questioned about this, lbu Flora explained from two perspectives. One was the
teacher's view; the other was the students' view. From the ｴ･｡｣ｨｅｾｲＧｳ＠
view, she said that it was a kind
of strategy for her to overcome her limitation; "If I did not use that technique, I would forget."
Although she had been teaching young learners for seventeen years, ller major was not in ELT.
Several times during our conversation, she admitted that she could not speak English fluently.
Despite this limitation, she still tried to introduce English vocabulary to the students. Such was a
common condition in an FL context, as articulated by Philp and Tognini (2009). The level of the
teacher's target language proficiency may vary from fluent confidence to limited competence, some
teachers even learning alongside the students. To expect a greater standard of the English teaching,
as lbu Rita -the school supervisor- admitted, it seemed impossible due to the limitation of the human
resources at this moment. To counter this condition, the school cooperated with the English
Department and the Community Service students of SWCU by providing a site for teaching practicum
and community service activities.
From the students' view, lbu Flora explained that this was done to minimize the students'
confusions,
"If a word was not translated,
the students might get confused. What the students know
is Indonesian, not English. So, if we introduce English directly ond do not say the Indonesian word, the
students will be confused." I found this situation when I had a chat with Ella during the break. When I
pointed to the picture of a leaf in the puzzle she was playing with and said green, she said hijau
several times as if she corrected me. I then explained to her that the English word for hijau was
green. lbu Flora explained further that this was also to maximize the use of the first language, "Many
students still use their native language. It does not mean that it is not good, but maximizing the use of
Indonesian is also important. So, we want ta introduce English without neglecting Indonesian." This
point was similar to Nila's perspective. She stated that "A translation technique is important as the
children need to know the L1 first. It is the language they know. Sometimes, they even do not know
Indonesian. They speak using Javanese." To illustrate, in Extract 5 line 8, Nesya used Javanese to
respond to the teacher's question (line 2).
Extract 5: taken on April15
1
T
Kemana? [The assistant's voice saying Taman Pintar]
/Where?/
Oh, Taman Pintar. lya, sama siapa
2
｢ｨｾｳ｡ｮｹ＠
kalo pergi piknik?
/Oh, Taman Pintar. Yes, who do you usually go with?/
[No response]
3
4
5
[Bu Flora's voice asking YonJ
Yon
Papah.
/Daddy./
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6
Oh, sama papah.
/Oh, with daddy./
7
8
Nesya
lya. /Yes./
Aku karo ibu.
/1 go with mom./
At anvther time, : noticed that Ano answered the teacher's question i;·,
ｊ＼ｾｶ｡ｮ･ｳＮ＠
When the
teacher asked the color of the hat in a picture, he said ireng instead of hitam. Moreover, Yulia argued
that the translation technique was beneficial to bridge the gap between the old and new students,
"Some children are not accustomed to English, especially the new ones. They have not received any
English exposure yet."
Scholars (e.g. Cook, 2000 in Hall, 2001) might argue that such a translation technique might
not be effective for L2 learning. In an FL context where the learners rarely hear the L2 in their daily
lives, limited use of L2 restricts both the quality and quantity of input available to learners (Kim and
Elder, 2005; Tognini, 2008, in Philp and Tognini, 2009). However, one cannot forget the other factors
influencing all the decisions, such as the teachers themselves (their L2 competencies and beliefs), the
status of the L2, and the learners (Cameron, 2009; Philp and Tognini, ibid).
CONCLUSIONS
From the findings, it could be seen how PKBM Satya Parahita tried to adapt the L2 learning
concepts into their local context. Considering the language used by the community, and the status of
the l2, the teaching of English in this school is only as an addition. In daily life, English is never used.
The children speak with their caretakers (parents, siblings, and relatives) mostly in Javanese, and
some in Indonesian. Moreover, only a few of the parents understand some English vocabulary.
Exposing children to too much English will therefore create difficulties and might burden them.
Besides, the fact that most of the students have not mastered Indonesian becomes the school's main
concern. Within this country, mastering Indonesian is actually more important than English as the
language is used as a means of communication across regions. The goal of teaching the L2 therefore
is only to introduce its vocabulary related to things the children can find in their surroundings. When
the children are given an Indonesian word, they are able to provide an English translation for that
particular word.
As English was not the school's priority, the teaching of the language was embedded in all
the teaching stages. Indonesian was used as the medium of instruction. Although the use of L1 in the
language classroom is not strongly suggested (Kim and Elder, 2005; Tognini, 2008 in Philp and
Tognini, 2009),.tstill the decision to use the L1 in this context was made in accordance with factors
I
such as expectations, goals, curriculums, and stakeholders as what Philp and Tognini {2009) point
out. The teachers in this context had to introduce the concepts first in Indonesian and then the
English words for certain things. To do this, a translation technique from Indonesian to English was
used. Despite the fact that such a technique is no longer preferred, the teachers asserted that this
was the best technique to cater to the contextual factors {e.g. the language spoken by the
community, the learners, the teacher's L2 competence). Such an argument was in line with what
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Spolsky (1989) claims, as long as the techniques are appropriate with the relevant conditions, e.g. the
situations, the goals, and the learners, the L2 learners could still gain the benefits of teaching.
Looking at what the teachers of PKBM Satya Parahita have done can surely provide insights
to the English teachers in FL contexts. As teachers, we should ｢ｅｾ＠
able to adapt rather than impose
certain approaches as what is voiced by Tomlinson (2005) and Paul (2003), whose research is mostly
concerned with teaching English in an Asian context. Tomlinson (2005) strongly suggest that teachers
need to bonow and addpt the approaches to their local cultures, and not just rigidly apply certain
concepts, and Paul (2003) point out that classroom application derived from learning theories may
be different depending on the learning context.
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Brown, J.D., & Rodgers, T.S. (2009). Doing second language research. Oxford: Oxford University Press.
Cameron, L. (2009). Teaching languages to young learners. Cambridge: CUP.
Collentine, J., & Freed, B.F. (2004). Learning context and its effects on second language acquisition:
introduction. Studies in Second Language Acquisition, 26, 153-171.
Cook, V. (in press). Using the first language in the classroom. Canadian Modern Language Review, 57.
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